PERSUASION

1. PERSUASION • Australia Curriculum Writing overview • Classroom practice • NAPLAN focus • and beyond • ICT

2. CHALLENGES • Planning • Ideas • Can’t elaborate detail • Waffle • Generic • Time limit • Spelling and grammar

3. REMEDIES • Explicit direct instruction (I do) • Collaboration with peers (We do) • Individual practise (You do) • Timely feedback and conferencing • Environmental print scaffolds • Narrow focus on text type

4. 3 STAGE APPROACH • 1) Mechanics and template (7-8 weeks) • 2) Extending the creative (2 weeks) • 3) Exploring the genre (6-10 weeks)

5. EXPLICIT TEACHING • Tennis analogy – more effective? - ‘’Go play” vs. Skill chunking. • Gradual Release • Modelling (I do) • Interaction with others (We do) • Solo practise (you do)

6. NAPLAN • The goal of persuasive writing is to persuade! • Engage reader (audience 6 marks) • Strong Ideas (5 marks) • Plan Powerfully (Structure 4 marks – cohesion 4 marks) • Persuade Reader (Devices 4 marks) • Spelling and Grammar (11/48)

7. PLANNING & IDEAS • Strong piece of writing is always based on great ideas. • Teaching Planning only = 2 weeks • Planning to time limit (5 mins)

9. BRAINSTORMING • Creativity can be practised. • Students will struggle at first • Skill comes with practise • Ignore test instructions, analyse the pictures. • TEST TIP - Don’t walk around the room • People standing behind you raises blood pressure and intrudes on concentration. • Police interrogation tactic

10. BRAINSTORMING • Class, group, solo practise • Thinking on their feet games • Drama improv. Games • Sort and group ideas • Strongest to weakest • Combine or drop • Patterns emerge.

11. COLLABORATION (WE DO) • Interaction – Laughter and learning. • Emphasis on oral to literate • H.O.T.S • Judge/Jury • 4 Corners • Verbal boxing • Group Brainstorming • Role Plays

12. GRAPHIC ORGANISER • K.I.S – 4 Square planner • Easiest = no pre drawn boxes or templates • Strong plan = excellent marks for • Ideas (5) • Cohesion (4) • Structure (4) • Paragraphing (3)

13. 4 SQUARE PLANNER

14. PLANNING • TIPS - Separate brainstorming and planning from writing. - 2 different timeslots - Thinking = most important

15. AUDIENCE • Imagine writing to a friendly adult or teacher • Makes the tone less stilted and generic.

16. ACTIVITY • Draw a portrait of the person you write to. • Display these pictures near the persuasive environmental print as a ‘’faces of inspiration gallery’’

17. ACTIVITY • Student ad agencies are in charge of marketing flavoured milk to a particular audience. • Use appropriate persuasive devices and language for their audience. • Kids - Older people • Teens - Athletes/Sporty People • Busy mums and dads - Weight Conscious

18. INTRODUCTIONS vs. SIZZLING STARTS • Boring but safe • Scaffolded write by numbers approach • Good as a fall back for writers block • Formula • Rhetorical question + • Opinion + • Preview 3 Ideas + • Engage Reader (we….)

19. RISK-TAKING & EXCITING • Why write something ordinary when you can write something amazing? • Facts don’t necessarily change minds, the 3 E’s do! • Engagement + Emotion + Energy

20. SIZZLING STARTS • Before – I think books are better than TV because 1)…2)….3). Let me explain. • After • I’m in a fantasy land far away, magical and mysterious. I am a sorcerer, a power, a leader of thousands. Ok, I admit it. I’m in bed reading a book. T.V. just doesn’t compete.

21. ACTIVITY • Three Word Challenge • Pair students. Each person writes 3 words on a piece of paper e.g. soup, racing, invisible • Swap papers – 2 mins to write a persuasive Sizzling Start using 3 words. • Randomness gets kids thinking outside square, i.e. creatively

22. ELLABORATION • Challenge – students can find ideas, but can’t elaborate • A- Alliteration • F- Facts • O- Opinions • R- Rhetorical Questions/R- Repetition • E- Examples/Experts/Emotive Language • S- Statistics • T- Rule of Three

24. ETHOS , LOGOS, PATHOS

25. QUOTATIONS • Students research a good quote on the topic of a persuasive theme. • E.g. Cats are smarter than dogs. You can’t get eight cats to pull a sled through snow (Jeff Valdez) • Dogs come when they are called. Cats take a message and get back to you. (Mary Bly)

26. SHOW DON’T TELL • Kids tell because it is quick and simple • Word pictures = empathise and connect Before – Yes we should help other countries because children in places like Ethiopia are dying without water.

27. SHOW • After – Thirsty? Walk into a shop and pick up a bottle of water. Pay a few dollars, unscrew the cap and drink. That’s if you’re lucky and live in Australia. Now take a close look at that small bottle in your hands. If you lived in Ethiopia, that is all the water you have to live on for three days.

28. PERSUASION GRAPH

29. FINAL ARGUMENT • Climax – use questions, rule of 3, short words and sentences • Before – Finally, plastic bags should be banned because they are not as easily disposed of as some people think. They pollute the land and the sea.

30. FINAL PARAGRAPH • After – You think plastic bags are harmless? Tell that to the dolphin with the plastic bag would around its snout, slowly starving to death. You think they’re light and easily thrown out? Over one million bags a week are buried, ditched and dumped in our country. One little bag blowing in the wind couldn’t hurt, could it? One maybe wouldn’t. A million does.

31. END WITH IMPACT • 3 Techniques • Link to opening • Show don’t tell • Call to action – tell the reader what to do. • Create a ‘’do something better’’ ending for these campaigns • Clean up your school! • Ban exams!

32. VOCABULARY • Vocab marked separate to spelling, so have students take risks. • ‘’I think toys are good’’……isn’t very persuasive • Word walls of emotional vocab • Reinforce words in spelling program • Explicitly teach high modality words • Use modality strengthening exercises and word cloze

33. 4 SQUARE CONNECTIVES

34. VOCABULARY

35. CONVENTIONS • Takes a long time to bring a weak speller up to scratch • Work on higher order thinking (planning etc) • More empowering that trying to patch weak spots • Practise, practise, practise words and phrases related to persuasive texts • Words that crop up in written work • Words like ‘’extremely’’ ‘’dangerous’’

36. CONVENTIONS • Higher marks for complex punctuation • Brackets, exclamation marks, speech marks • Stronger students use small bits of dialogue to show mastery • Weaker students read work aloud to help with commas and full stops. • Last 5 mins to check work • Hard for kids to focus on detail and big picture thinking at the same time.

37. EDITING • Explicitly taught and modelled • SWAP & CUPS • Peer Editing • Start with a Star? (What do you like) • What do you wonder? (3 questions) • Advice (How to make it better) • Plans for revising (Written by the writer)

38. SELF EDITING • CUPS • Capitalisation • Usage and Grammar • Punctuation • Spelling

39. CUPS • Read own work aloud 4 times • Slows down reading • Ear catches things the eye doesn’t. • Read one time for each aspect of CUPS • Different pen for each stage • Dictionaries • Environmental print • Work with a different student

40. GOALS • Integral part of the curriculum • Effective communication skills • Challenge other people’s thinking

41. ICT • AMAP – collaborative online maps

42. ICT • Wordle – vocabulary word art

43. ICT Tagexedo – Students type in words or phrases and computer makes a word cloud or image.

44. Animoto – Creating ads

45. ICT Xtranormal -Animated Persuasion

49. Teaching Persuasive Writing – The Bones • K-10 Syllabus English Scope and Sequence for persuasive texts • First Steps Resource Book – Writing to Persuade (p103-116) • Sentence and Paragraph work – First Steps Writing Resource Book (p190-196) • DET NAPLAN site

50. Art of Persuasion